Running head: RESEARCH WRITING AND PRESENTATION PREPARATION 1

Transcription

Running head: RESEARCH WRITING AND PRESENTATION PREPARATION
1
Research Writing and Presentation Development Manual: Guidelines,
Responsibilities, Formats, and Glossary
John Q. Teacher
POLYTECH High School of Kent County, Woodside, Delaware
Revised 07/14/14
Contents
Introduction-------------------------------------------------------------------------------------
p. 3
Project Plan Management---------------------------------------------------------------------
p. 3
General Guidelines-----------------------------------------------------------------------------
p. 3-4
Responsibilities of Participants---------------------------------------------------------------
p. 4-5
Beginning the Research Process--------------------------------------------------------------
p. 5
Criteria for Evaluating Web-based Sources-------------------------------------------------
p. 6
Topic Development Log-----------------------------------------------------------------------
p. 7
Topic Development Log Rubric--------------------------------------------------------------
p. 8
TE Proposal Guidelines------------------------------------------------------------------------
p. 9
Proposal Rubric---------------------------------------------------------------------------------
p. 10-11
Organizing Notes-------------------------------------------------------------------------------
p. 12
Note Card Format------------------------------------------------------------------------------
p. 13
Product Design Specification Sheet----------------------------------------------------------
p. 14
Product Design Specification Sheet Rubric-------------------------------------------------
p. 15
Product Evaluation Rubric---------------------------------------------------------------------
p. 16
Development of Primary Research-----------------------------------------------------------
p. 17
Development of Primary Research Rubric--------------------------------------------------
p. 17
Primary Research Write-Up-------------------------------------------------------------------
p. 18
Primary Research Write-Up Rubric----------------------------------------------------------
p. 19
Thesis Writing/Outline Writing---------------------------------------------------------------
p. 20
Sample Outline and Thesis Format-----------------------------------------------------------
p. 21-25
Citation Quick Guide---------------------------------------------------------------------------
p. 25
References Page Guidelines-------------------------------------------------------------------
p. 26-27
APA References Formatting Style------------------------------------------------------------
p. 28-30
Outline/Thesis/References Rubric------------------------------------------------------------
p. 31
Formatting the Paper (Microsoft Word 2010)-----------------------------------------------
p. 32
Title Page Example -----------------------------------------------------------------------------
p. 33
Abstract Notes ----------------------------------------------------------------------------------
p. 33
Reference Citations in Text--------------------------------------------------------------------
p. 34
Sample Paper-------------------------------------------------------------------------------------
p. 35-41
Paper Layout-------------------------------------------------------------------------------------
p. 42
Peer Editing Tips -------------------------------------------------------------------------------
p. 43
CCSS Writing Rubric (for Final Paper)------------------------------------------------------
p. 44
Professional Presentation Guide --------------------------------------------------------------
p. 45
Presentation Rubric-----------------------------------------------------------------------------
p. 46
Glossary ------------------------------------------------------------------------------------------
pp. 47-49
Appendix A (formatting instructions for Microsoft Word—earlier versions)----------
pp. 50-51
2
3
Introduction: Research Writing Manual for POLYTECH
The Research Writing Manual has been compiled to assist POLYTECH students in successfully
completing ANY research paper, including the senior Technical Exhibition project.
In order to graduate, all POLYTECH seniors must successfully complete the 1 credit Technical
Exhibition class with a passing grade of 70% or higher as the average of the TE components. This project
will consist of a research paper submitted in A.P.A. format, a product designed to show technical skills
mastery, and a presentation. The paper and presentation portion of this project will be developed in the
student's Research Writing and Presentation Development enrichment period; the product as well as
presentation portion will be satisfied as part of the student's career technical requirements. The highest
possible grade on a redone component is a 70%. Only one opportunity to redo each component will be
afforded.
Since the curriculum at POLYTECH is competency based in that it requires students to demonstrate
mastery skills at a certain level of competence before moving on to higher level training, the Technical
Exhibition will be a final display of knowledge providing the student with an opportunity to demonstrate his
or her mastery of both CTE and applied academic skills. The Technical Exhibition will allow students to
demonstrate that they are capable and disciplined as entrants into the real world of work or college and are
concerned about their quality of work. The Technical Exhibition will also serve to raise standards of
acceptability for student work and staff expectations of student performance.
Project Plan Management
During the freshman, sophomore and junior years, it is the responsibility of the English teachers to
provide students with strategies for tackling research projects, including choosing a topic/focus, utilizing
reliable sources, and organizing/writing effectively while completing a documented research paper. It is the
responsibility of the CTE teachers to brainstorm a vocationally-related topic/focus and product design with
their juniors to prepare students for the Technical Exhibition project their senior year. Junior students are
required to write a proposal explaining the intent of their Technical Exhibition research and must turn the
proposal in to their CTE teachers no later than the end of the second semester of their junior year. All TE
topics must be approved prior to the summer break, and each student must retain his/her chosen topic during
the senior year, unless some grievous extenuating circumstance prevents the student from using the chosen
topic.
Administrators and educators at POLYTECH highly recommend that students use the research skills
obtained throughout grades 9, 10, and 11 to begin the research process for their approved Technical
Exhibition topic over the summer, prior to their senior year. During the senior year, the student will work
independently with support from the enrichment teacher to complete the steps of the research process, the
writing of the paper, and the development of a professional presentation. The CTE teacher will help the
student with the content of the paper, the product, and the planning of the presentation. Final drafts of papers
will be held for archival and security purposes.
General Guidelines
The research process is designed as the basis by which the paper, product, and presentation are
developed and supported.
One component of the Technical Exhibition is a career-related, formal research paper using APA
guidelines, where the paper topic is drawn from the CTE curriculum. The student is expected to have a
minimum of 10 pages of text and a maximum of 12 pages of text.
4
The second component of the Technical Exhibition is a tangible product designed, constructed, and
related to the student’s CTE program and is created using the research information found in researching the
paper. The student is expected to spend 20 hours on product development and construction. As an option,
with the CTE teacher’s approval, students can choose to create a product as part of their co-op experience.
Through coordination of the co-op mentor, the CTE teacher, and the student, a project that meets product
requirements can be created “on-the-job” and serve as the subject of the Technical Exhibition. In place of a
product, the student may also choose to do 20 hours of community service with the CTE teacher's approval.
The final component of the Technical Exhibition is a formal oral presentation of the entire project,
bringing together the paper component and the product component into one. This presentation will be no less
than 10 minutes and no more than 20 minutes in length and will take place during the school day. An
audience is required for the presentation unless extenuating circumstances exist.
The Technical Exhibition process will integrate skills, concepts, and data from the major disciplines
offered in the student’s course of study. The students must complete the paper, product, and presentation
with a passing grade of 70% or higher as the average of the three components. The highest possible grade on
a redone part is a 70%. Only one opportunity to redo each component will be afforded.
Responsibilities of Participants
The Technical Exhibition Committee (TEC) will:
1. be comprised of CTE leads, English lead, special education lead, and TE manual editor.
2. update and revise Technical Exhibition Manual.
3. formulate policy, establish guidelines and provide guidance to participants.
The junior student will:
1. select TE project topic/focus, write a proposal, and obtain the approval of the his/her CTE teacher.
The senior student will:
1. coordinate the three parts of the project with the teachers involved.
2. complete requirements of the project according to the pre-established guidelines and timelines,
maintaining all due dates. Any portion of the project turned in one day late will receive a maximum
grade of 80%; two days late will receive a maximum of 70%; and three, four, or five days late will
receive a maximum of 60%. No work will be accepted after the fifth school day at 3:00 p.m
3. revise the portions of the paper deemed necessary by peer editing as well as any staff feedback.
4. appeal deadline changes pertaining to the final paper, product, and presentation by writing an explanation
and request for extension to be submitted to the enrichment and CTE teachers prior to the pre-established
deadlines. Should appeals need to go further, they will be brought before the TEC. If the extension is not
granted, the student will be expected to meet the initial deadline or late penalties will ensue.
5. email copies of all assignments to both the CTE teacher and Enrichment teacher. In addition, students
may duplicate and distribute word-processed copies of all assignments per the deadlines/due dates to the
CTE teacher and enrichment teacher.
6. make available upon request of any teacher, counselor, or administrator the student’s Technical
Exhibition Notebook containing the sign-off sheet, Technical Exhibition Manual, all word-processed
assignments and related work.
The English I, II, and III teachers will:
1. instruct the students in proper APA format, proposal writing, research process, note taking procedures,
outlining, thesis writing, and writing techniques for the paper.
The enrichment period teachers will:
1. facilitate the independent study/development of the TE research paper and final oral presentation.
2. evaluate the final draft of the research paper, utilizing the English half of the final draft rubric and
forward the grade (out of 50 points) to each student’s CTE teacher within three weeks after the final
paper is turned in. The CTE teacher will add the content grade and English section grade together and
utilize this final grade to formulate the final TE paper grade as well as to determine whether graduation
requirements were met.
The junior/senior CTE teacher will:
1. approve project topic/focus and product at end of junior year.
2. provide senior students with class time from the CTE area with an emphasis on product development,
while also providing time for research and assistance to the student in the technical aspects of the
research paper’s content (if necessary).
3. review drafts of Technical Exhibition assignments and suggest revisions in writing and/or during
scheduled one-on-one conferences with students.
4. evaluate the content of the final draft of the Technical Exhibition paper and add the content grade and
English section grade together to formulate the final TE paper grade.
5. serve as a resource to the student in all stages of product development.
6. advise the student in the planning of the oral presentation.
7. evaluate the presentation.
8. evaluate the product.
Beginning the Research Process

Begin researching information using traditional and electronic sources found in the LRC, community
libraries, and CTE classrooms.

Find at least one traditional source, one internet source, and one UDLib source while compiling 7 to 10
sources to use when writing the secondary research section of your paper.

Do not use more than one (if one at all) general encyclopedia as a source.

Use the Learning Resource Center’s catalog to find books and links to reliable websites.

Search the Internet for reliable sites with domains such as .edu, .gov, .mil, .org, .net. All .com sites that
are not online newspapers, magazines, dictionaries, or encyclopedias must get prior approval from the
CTE teacher. Avoid websites with changing data such as Wikipedia and websites with summary
information such as Sparknotes.

Use periodical databases from the UDLibSearch to find articles from magazines, journals, and
newspapers. Avoid abstracts of articles—use full text only to get all of the information provided.
Encyclopedia databases may also be useful, but do not rely on more than one for your research.

When logging into UDLibSearch from home, go to http://udlibsearch.lib.udel.edu/highschools/. The
following is the information you need to log in: username = udlibsearch password = homeaccess

Follow the following chart to help you evaluate whether sources, especially internet-based, can be
considered reliable and truthful research locations.

Once you have chosen a topic, a focus (a more specific or narrow area of study than the topic) must be
considered. Use the search strategy log to fine tune your research process.
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6
Five Criteria for Evaluating Web-based Sources
Evaluation of Web Documents
How to Interpret the Basics
1. Accuracy of Web Documents
Accuracy

Who wrote the page and can you contact him or her?


What is the purpose of the document and why was it
produced?
Make sure author provides e-mail or a
contact address/phone number.

Know the distinction between author and
Webmaster.

Is this person qualified to write this document?
2. Authority of Web Documents

Who published the document and is it separate from the
"Webmaster?"

Check the domain of the document, what institution publishes
this document?

Does the publisher list his or her qualifications?
3. Objectivity of Web Documents

What goals/objectives does this page meet?

How detailed is the information?

What opinions (if any) are expressed by the author?
4. Currency of Web Documents
Authority

What credentials are listed for the author(s)?

Where is the document published? Check
URL domain.
Objectivity

Determine if page is a mask for advertising;
if so information might be biased.

View any Web page as you would an
infommercial on television. Ask yourself why
was this written and for whom?
Currency

When was it produced?

How many dead links are on the page?

When was it updated?

Are the links current or updated regularly?

How up-to-date are the links (if any)?

Is the information on the page outdated?
5. Coverage of the Web Documents

Are the links (if any) evaluated and do they complement
the documents theme?

Is it all images or a balance of text and images?

Is the information presented cited correctly?
Coverage

If page requires special software to view the
information, how much are you missing if
you don’t have the software?

Is it free, or is there a fee, to obtain the
information?

Is there an option for text only, or frames, or
a suggested browser for better viewing?
Putting it all together

Accuracy. If the page lists the author and institution that published the page and provides a way of contacting him/her,
and . . .

Authority. If the page lists the author credentials and its domain is preferred (.edu, .gov, .org, or .net), and . . .

Objectivity. If the page provides accurate information with limited advertising and it is objective in presenting the
information, and . . .

Currency. If the page is current and updated regularly (as stated on the page) and the links (if any) are also up-todate, and . . .

Coverage. If information can be viewed properly--not limited to fees, browser technology, or software requirement,
then . . .
TOPIC DEVELOPMENT LOG
Focus of Research:________________________________________________________________________________________
What are you trying to prove about the focus?_________________________________________________________________
_________________________________________________________________________________________________________
Key words or phrases to search for information: _______________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Questions the secondary research will answer: (Open-ended questions guiding the development of secondary subtopics)
1.
_________________________________________________________________________________________________
2.
_________________________________________________________________________________________________
3.
_________________________________________________________________________________________________
4.
_________________________________________________________________________________________________
5.
_________________________________________________________________________________________________
6.
_________________________________________________________________________________________________
7.
_________________________________________________________________________________________________
8.
_________________________________________________________________________________________________
Circle the form of primary research you prefer:
Interview
Experiment
Survey
For Interview, identify 3 possible interviewees, explain why each is a credible source, and list contact information for each:
For Experiment, summarize the hypothesis and how you will prove/disprove it:
For Survey, identify who you plan to survey, why you chose this group, and what potential knowledge you expect to collect:
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TOPIC DEVELOPMENT LOG Rubric
______/1 point: Focus is listed.
______/1 point: What will be proved is listed.
______/5 points: Key words or phrases are listed.
______/8 points: Eight questions that the secondary information will answer are listed.
______/5 points: Identify and describe primary research
______ /20 points: Total
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TE Proposal Guidelines
A proposal may be written as a way to explain the intent of the research for your Technical
Exhibition topic, the preliminary product design, and the presentation as well as asking approval for the
aforementioned. A typed single-spaced memorandum format is used with these subheadings: Paper, Product,
Presentation, and Request for Approval. The following specifies what each section is to include and serves as
a model for what the proposal should look like:
To:
From:
Date:
Subject:
CTE teacher’s name
Researcher’s name (initials written by hand)
Due date
Technical Exhibition topic
Paper
This section will answer the following questions: What is the focus of the paper?
What is the researcher intending to prove? This will also include a list of questions (8-12) that may be
answered in the paper. After the list of questions, the researcher will narrate how the primary research will
be conducted. The researcher will explain whether the intent is to do an experiment, a survey (questionnaire),
or an interview with an expert. It will also explain how the chosen type of primary research is relevant to
what the researcher is trying to prove. The researcher should provide a brief description and/or sample
questions that show relevance to the outcome of the research.
Product
In this section, an explanation of what will be made or created as the product will be given.
An explanation of how the product will be made is also included in this section. The researcher will tell of
any needs or any problems that are foreseen. A tentative timeline for completion will be determined.
Presentation
The researcher will explain how he or she intends to make the presentation. Consider the following
elements: the audience, the location, the types of visual aids and technology, etc.
Request for Approval
In this final section, the researcher will ask that the CTE teacher approve the topic for the Technical
Exhibition. A reason as to why approval of this topic is important to the researcher must be included.
10
PROPOSAL Rubric
4
Document
Format
3
 Proposal meets length
 Proposal meets
established by CTE
length established
instructor.
by CTE instructor.
 Proposal is written in
 Proposal is written
format established by CTE
in format
instructor.
established by CTE
instructor.
2
 Proposal is less
than 1 page
 Proposal is not
written in format
established by
CTE instructor.
1


Topic &
Focus
 Topic is explained for the
project. Researcher adds
details to describe the
topic.
 A focus within the topic is
described. The focus is
narrow and related to the
topic
 The researcher cites what
is being proven by the
project
 Topic is explained
for the project
for the project
 A focus within the
 A focus within the
topic is described
topic is described,
but unclear
 The researcher
indicates what is
 It is unclear what
being proven by the
is to be proven by
project
the project
Questions
answered in
the paper
 Questions exceed the
requirement by the CTE
teacher.
 All questions are coherent
 All questions are relevant
to the topic and focus
 Questions meet the  Questions are less
requirement by the
than the
CTE teacher.
requirement by
the CTE teacher.
 Questions are
coherent
 Some questions
are incoherent
 Questions are
relevant to the topic  It is difficult to
and focus
discern if some
questions are
relevant to the
topic

 Researcher indicates intent
to perform an experiment,
survey, or expert interview
 Researcher gives
reasoning for choice of
primary research
 Researcher lists names of
possible people to
interview
 Primary research aligns
with questions posed by
the researcher
 Chosen primary research
will help support what is
being proven
 Researcher
 Researcher does
indicates intent to
not indicate a
perform an
specific type of
experiment, survey,
primary research.
or expert interviews  Reasoning for
 Researcher gives
research is either
reasoning for
short, vague, or
choice of primary
incoherent
research
 Primary research
aligns with
questions posed by
the researcher
 Chosen primary
research will help
support what is
being proven

 Description of the
product is included
 Description of how
product will be
made is included
 A timeline for
product completion

Primary
Research
Product
 Description of the product
is included with details
 A step-by-step description
of how product will be
made is included.
 A timeline broken down
by month and task is
 Product
description is
vague
 Timeline for the
product
description exists,
but is minimal and
Proposal is less
than 1 page
Proposal is not
written in
format
established by
CTE instructor.
for the project
 No focus within
the topic is
described
 No explanation of
what is to be
proven by the
project





No questions are
included
The questions
are all
incoherent
Questions are
off topic
There is no
primary research
discussed in the
proposal
There is no
reasoning given
for the research
There is no
product
description
There is no plan
for the product
There is no
timeline
included
 Needs and/or potential
problems are described.
Researcher anticipates
problems and indicates
steps to avoid or correct
problems.
is included
 Needs and/or
potential problems
are described
vague
 There are no needs
or potential
problems included
Presentation
 Researcher describes the
audience the project is
meant for and how it will
relate to the actual
audience that will be
present.
 Location is cited in the
description and reason for
location is explained
 4 visual aides are
described in detail
 Technology intended to be
used in presentation is
described
 Researcher plans to
involve the audience
during the presentation
 Researcher
describes the
audience the project
is meant for
 Location is cited in
the description
described in detail
 Technology
intended to be used
in presentation is
described
 Researcher does
not choose an
audience for the
project
 No location is
determined
described
 Technology is
mentioned, but not
how it will be used
Request for
Approval
 Explicit approval request
is clear
 Reason topic is personally
relevant to the researcher
is explained
 Explicit approval
request is clear
 Reasoning is
included, but
unclear
Rubric Score
28
25 – 27
21 – 24
15 – 20
12 - 14
7 - 11
0–6
Grade
100
93
85
78
70
65
No grade

Approval
request is
included, but
unclear

11
There is no
mention of
needs or
problems
 Researcher does
not choose an
audience for the
project
 No location is
determined
 1 or fewer visual
aides are described
 Technology is
mentioned, but not
how it will be used


No approval
request is
included
12
Organizing Notes
Once you have completed the reference page, it is time to begin organizing the information from
your sources. First, you need to read through your accumulated sources, evaluating the information contained
within them. Ask yourself some questions about the sources you have already gathered such as the
following: Does the information directly relate to your topic? Does the source repeat information already
found within another source? Do I have enough information for my three subtopics? After deciding which
sources are appropriate to your project, you then move to note taking. There are four types of note taking
techniques to use in a research paper: short quote, long quote, paraphrase, and summary. When you read a
paragraph of useful information, you must decide which of these note taking techniques will work the best
and either put the information on note cards or into a detailed outline, also containing citation information.
For example, the following is an original paragraph of information from the periodical Psychology Today
along with the APA reference format as it would appear on the reference page as well as a sample of each
note taking technique:
A study released this fall tells what happened to 123 disadvantaged children from preschool age to
present. The detention and arrest rates for the 58 children who had attended the preschool program was 31%,
compared to 51% for the 65 who did not. Similarly, those in the preschool program were more likely to have
graduated from high school, have enrolled in postsecondary education programs and be employed, and less
likely to have become pregnant as teenagers.
Hurley, D. (2005, March). Arresting delinquency. Psychology Today, 66.
Short Quote Definition and Example: A short quote (40 words or less) uses quotation marks, follows the
flow of text within the paragraph, and is always cited immediately at the end of the quote.
……“The detention and arrest rates for the 58 children who had attended the preschool program was 31%,
compared to 51% for the 65 who did not” (Hurley, 2005, p. 66).
Long Quote Definition and Example: A long quote (40 words or more) does not use quotation marks, is
indented five spaces from the left margin, and is always cited immediately. However, the citation
information can be broken up to allow for a lead-in sentence to the quote.
In Psychology Today, Hurley (2005) commented:
A study released this fall tells what happened to 123 disadvantaged children from preschool age to
present. The detention and arrest rates for the 58 children who had attended the preschool program
was 31%, compared to 51% for the 65 who did not (p. 66).
13
Paraphrase Definition and Example: A paraphrase, which puts the information in the researcher’s own
words, follows the order of the original text, includes important details, and uses approximately 75% of the
original text, is cited at the end. Your teacher may want you to break your paraphrase details into multiple
note cards; however, be sure to put the details back into the order of the original text in your writing.
Of 123 children, the 58 who attended preschool had an arrest rate of 31% as compared to 51% for those 65
who did not attend. More of these children graduated from high school, attended college, were employed,
and had avoided teenage pregnancy (Hurley, 2005).
Summary Definition and Example: A summary is generally much shorter than the original text, rearranges
the information, includes general terms, and uses approximately 50% of the original text. The summary is
always cited at the end.
People with preschool experience were arrested less, had better employment records, chose higher education,
and avoided teenage pregnancy (Hurley, 2005).
Note Card Development – An option for staying organized:
Analyze each type of note taking above and begin creating note cards:
 Consider at least three subtopics into which your research can be divided. Place the appropriate
subtopic of the note in the upper left-hand corner. Later in the research steps, note cards can be
organized according to these subtopics.
 Put the author’s last name (or first piece of information from the source on the reference list) in the
upper right-hand corner of the card.
 Put the page number at bottom right-hand corner of the card. If an electronic source is used with no
pagination, number the pages on the printout before beginning to take notes.
 Put the year of publication in the lower left-hand corner of the card. (n.d. is used if this information
is not available).
 All of this information is necessary. When you use the short quote, long quote, paraphrase, summary
in your paper, you must use the information in the corners of the note card to cite the text and give
credit to the source to avoid plagiarism.
Note Card Example:
Prevention
Hurley
preschool experience = arrested less, better employment records, chose higher education,
and avoided teenage pregnancy.
2005
p. 66
14
Product Design Specification Sheet
The researcher should plan for the creation of his/her product at least a month in advance. Answer
each of the following questions in complete sentences (restating the question as part of the answer) in order
to formulate a specific plan for creating the product. Note: CTE teachers may or may not require additional
materials to be checked for this deadline.
1. What is the product going to be?
2. What are the dimensions of the product?
3. What materials does the product require?
4. What is the cost estimate of the materials?
5. What tools/technology will be used to work on the product?
6. Are the tools/technology accessible, or will special arrangements need to be made?
7. What is the time estimate for completing the product?
8. Where will the product be worked on primarily?
9. Will an outside company be used to complete the product?
10. Will materials need to be ordered? If so, how much time should be allotted for ordering, shipping, etc.?
11. Will an expert in the field need to assist with the creation of the product? If so, when will this person be
contacted to set up a mutually convenient time to meet?
12. How does the product relate to the research for the TE paper?
13. Who will benefit from the creation of the product?
14. Why is it necessary to create this product?
15. How will the product demonstrate CTE knowledge and/or skills?
Community service option: In place of the PDSS, a student planning to complete 20 community
service hours must turn in a one page, word processed description indicating the type of community
service, related duties, and relationship to CTE area.
PRODUCT DESIGN SPECIFICATION SHEET Rubric
______/3 points: Students must turn in neat work in the following way:
1. Word-processed
2. Paper not torn or crinkled
3. All answers are numbered.
______/2 points: Correct numbering format
______/10 points: Correct APA format, spelling, punctuation, grammar, etc.
Number of Errors Number of Points
0
10
1-2
9
3-4
8
5-6
7
7-8
6
9-10
5
11-12
4
13-14
3
15-16
2
17-18
1
______/15 points: Each of 15 questions is answered in a complete sentence.
______________________________________________________________________________________________
______/30 points: Total
15
16
Product Evaluation Rubric
The point values listed in each column represent the maximum values for standards and criteria.
Point values between or below the whole numbers listed may be used at the discretion of the teacher.
Name:__________________________
Date:_______________________
____ Grade:________/100
Product Evaluation Components
Product Application
Exhibits research beyond knowledge
demonstrated in CTE area
Demonstrates applied technical knowledge
Product Development
Develops product based on research paper
Demonstrates creativity and originality
Shows evidence of planning and
organization
Utilizes appropriate CTE resources
Technical Skills and Knowledge
Demonstrates technical skills and
knowledge
Uses correct terminology
Product Management
Efficient use of time
Verified number of hours expended on
product (minimum 20 hours)
Product:_________________________________
Excellent
Acceptable
Unacceptable
15 (completely exhibits
research)
12 (average exhibition of
research)
8 (lacks exhibition of
research)
10 (completely demonstrates
knowledge)
8 (average demonstration of
knowledge)
5 (lacks demonstration of
knowledge)
15 (completely based on
paper)
12 (average representation
of paper)
8 (lacks representation of
paper)
creativity and originality)
8 (average demonstration of
10 (completely shows
evidence)
8 (average evidence shown)
5 (lacks evidence shown)
5 (completely utilizes
resources)
4 (average utilization of
resources )
2 (lacks utilization of
resources)
skills and knowledge)
12 (average demonstration
of skills and knowledge)
skills and knowledge)
5 (completely uses correct
terminology)
4 (average use of correct
terminology)
2 (lacks use of correct
terminology)
10 (completely used time
efficiently)
8 (average time efficiency
usage)
5 (lacks time efficiency
usage)
5 (20 or more hours)
4 (16-17 hours)
2 (15 or less hours)
Points Earned
17
Development of Primary Research
In order to facilitate development of the primary research section of the Technical Exhibition paper,
the following assignment must be completed and submitted to the CTE teacher/enrichment teacher for
approval prior to completing the research.
DIRECTIONS: Choose the Primary Research format appropriate for your topic and answer the associated
questions thoroughly.
Interview
1. Who do you plan to interview? List name, occupation, credentials
2. Why did you choose this person?
3. How can this person contribute to your knowledge of the topic and development of the product?
4. What is your product?
5. List 10 open-ended questions (credential establishing questions do not count) that you will ask your
expert in order to garner real world application of researched information.
Survey
1. Who do you plan to survey (reminder – minimum of 100 participants)? list specifics – age, gender,
logistics
2. How will you select your group? random, chosen, etc.
3. Why did you choose this group?
4. How can this group contribute to your knowledge of the topic and development of the product?
6. List 10 multiple choice questions that will be on your survey.
Experiment
1. Summarize your experiment in one paragraph – include length of time it might take, materials you
will need, hypothesis you plan to prove, and location of the experiment.
2. Why did you choose this experiment?
3. How will this experiment contribute to your knowledge of the topic and development of the product?
______________________________________________________________________________________
PRIMARY RESEARCH DEVELOPMENT Rubric
10 Points/ TOTAL
For Interview:
interviewee is identified; how he/she can contribute to your knowledge is
explained; at least 10 open-ended questions (not credential related) listed
For Survey:
participant information is identified; how the group can contribute to your
knowledge is explained; at least 10 multiple choice questions listed
For Experiment: summary of experiment included; how the experiment contributes to your
knowledge is explained
18
Primary Research Write-Up
The Method, Results, and Discussion sections of your paper immediately follow your three subtopics
from your secondary research and will give information about your choice of primary research (survey,
interview, and/or experiment). In these sections, you may use first or third person (referring to yourself as the
researcher); however, be consistent with whichever point of view you choose.



Section One: Method
o The Method section should include the: who, what, when, where, why, and how of your
research, including any questions that you ask in a survey or interview. You may list the
questions in paragraph form; not in a bulleted or numbered format. Be sure to provide the
reasoning for the questions you chose. This does not mean that each individual question
must have its own reason, although some may do so. Instead, related questions may be
grouped together if they have a common purpose. This is the only section that may contain
second person (you/your). This section should also explain what you hoped to discover to
aid in your product development; thus a brief description of the product is necessary.
Section Two: Results
o The Results section should include the findings of your research. If you have asked
questions, the answers should be discussed in narrative format. Do not make this section into
one long quote. In addition, you should not be repetitive by restating the questions already
listed in the Method section prior to listing the answers. You should explain how your
findings assisted in your product development. If you did an interview, be sure to include the
interview citation at the end of this section—the interviewee’s first initial, last name, the
words personal communication, and date of the interview (Month day, year) are inserted as a
parenthetical citation. Example: (R. Jones, personal communication, March 15, 2009). An
interview, however, will not appear on the reference page.
Section Three:
Discussion
o The Discussion section is a summary of your entire paper—both secondary and primary
research and the relevance of the product development. You should make connections
between the two types of research and analyze similarities and differences in information
between the two as well as reiterate the connection to the product being developed. Be sure
to provide closure and let the reader know you are finished. End with a strong statement.
Consider a quotation or even a thought-provoking rhetorical question that does not use the
word you. Be sure the final statement is meaningful and tied to the content of the paper.
19
PRIMARY RESEARCH WRITE-UP Rubric
Method – 10 pts.
 Includes the who, what, were, when, why, and how (2 pts.)
 Includes, in narrative form, the questions asked in a survey or interview OR details the experiment’s process
(5 pts.)
 Explains what the author hoped to discover to aid in product development (2 pts.)
 Indicates what the product is (1 pt.)
Results – 10 pts.
 Includes responses to any questions – in paragraph form – provides statistics and answers (5 pts.)
 Explains how the findings assisted in product development (3 pts.)
 (For an interview) includes the interview citation (2 pts.)
Discussion – 10 pts.
 Summarizes the entire paper (9 pts.)
o Secondary research
o Primary research
o Product development
o Makes connections, analyzes similarities and differences between the two types of research
 Provides closure, ends strong (1 pt.)
Mechanics – 10 pts.
 Few to no errors in:
o Sentence structure (2 pts.)
o Punctuation (2 pts.)
o Usage (2 pts.)
o Capitalization (2 pts.)
o Organization
_________/40 pts.
Comments:
Thesis Writing
In all research writing, the writer must have a reason for doing the research and writing a
paper about the findings. The reason is written in the form of one sentence called a thesis statement.
A research thesis clearly expresses the researcher’s opinion or point of view on a particular
topic/focus. The thesis statement should be able to be “proved” through research. Thinking back to
your Search Strategy Log, what did you say you were trying to prove?
Example:
Research topic:_____Smoking_________
Focus:_____Curing nicotine addiction
________________________________________
__________________________________________
What are you trying to prove about the focus?____ I am trying to prove that many cures to
nicotine addiction are not successful.
_______
Now, turn your response to the question into a thesis statement, making sure that you write it as
one sentence, an opinion, and in 3rd person:
Example:
Some approaches to curing nicotine addiction are not successful because they are themselves
addictive.
Note: This thesis is not a three-part thesis, listing the subtopics to be discussed in the paper.
Outline Writing
An outline provides the plan for a paper. It is also used as an organizational tool to determine
if adequate research has been accomplished. Once the sources have been collected and read and notes
have been taken, then the subtopics can be organized into sections of the outline.
First, all notes should be organized into sections of similar subtopics. Next, each section
should then be placed in order of the way the information will be presented in the paper. It is at this
point that the researcher can begin to see whether enough information has been collected. If there
appear to be “holes” in the logic of the flow of the information from one topic to another, then more
information must be sought. In addition, citations should be present in the outline for all researched
information to prevent plagiarism once this information is transferred into the paper.
In writing the outline after writing note cards, the topic of the paper is the title. Subtopics
from the note cards become the subtopics (Roman numerals) for the outline. The notes from the note
cards become the points (capital letters), details (numbers), and examples (lower case letters) for each
major section of the outline. Any division of a subtopic must result in at least two items in the level
beneath it.
20
21
Sample Outline (with citations) and Thesis Format
The thesis should be the guiding sentence for your entire paper. It should, in one statement, summarize the
main idea of your focus. Please write it on the lines below:
___________________________________________________________________________________________
___________________________________________________________________________________________
An outline is used to organize the facts you found in your research into an order that will flow from
beginning to end. Do NOT use full sentences for these ideas. Use quick phrases followed by the citation
information as your teacher directs. Keep in mind that if you have an ‘A’, you must have a ‘B’. If you
have a ‘1’, you must have a ‘2’. Double space your outline when you print. Below you will find a sample of
an extensive outline. The length of this outline is appropriate for a five-page paper. Later in this packet, you
will see how this outline corresponds to the full paper example that is included.
A citation quick guide is available following the sample outline.
The Crucible: Arthur Miller’s Response to Red Scare Hysteria and McCarthyism
I.
Introduction
A.
“We learn from history that we learn nothing from history.” George Bernard
Eye-catcher: interesting statement/statistic, definition, quotation,
rhetorical question (thought-provoking, should not use you)
Shaw
B.
Joseph McCarthy
1.
Republican senator from Wisconsin
2.
Learned nothing from witchcraft trials
3.
Could have avoided mass hysteria
4.
Hunt for communists
a.
paranoia & panic
b.
turmoil & unrest
Background information: provides
necessary information for reader to
understand importance of topic,
transitions seamlessly to thesis
C. Arthur Miller’s The Crucible
II.
1.
Immortalize infamous historical events
2.
Injustices to light
3.
When history is repeating itself
Mass Hysteria: 1690s & 1950s
A.
Thesis information: provides enough
information to indicate what you will prove
Subtopic – will be bold and centered in paper
Loss of morality and intelligence
Should translate to topic sentence of paragraph in paper
1.
Reintroduces mass hysteria of witchcraft trials (Blaney, 2002)
2.
Similar problems in America in 1950s (Blaney, 2002)
Details & supporting
evidence
3.
22
Show effects of loss of trust or using people for political gain (Blaney,
2002)
B.
C.
D.
Reverend Samuel Parris & daughter start hysteria
1.
Parris finds out about dancing over fire (Burke, 2008)
2.
Paranoid about black magic in his Christian home (Burke, 2008)
3.
Fears ruin and demise (Burke, 2008)
Betty’s strange symptoms
1.
Reverend Parris calls Dr. Griggs
2.
Other members exhibit similar symptoms
3.
Griggs diagnoses = bewitching
4.
Parris begins looking for answers
a.
Sends for Reverend Hale who has experience with witches
b.
Parris and Hale want to “out” all witches (Miller, 1952)
Reverend Hale badgers Tituba
1.
Confession is not enough
a.
Pushed to turn in others
b.
“You must have no fear to tell us who they are, do you
understand? We will protect you.” – Reverend Hale (Miller, 1952, p. 43)
2.
Similar line of questioning in McCarthy trials
a.
House Un-American Activities Committee
1.) Responsible for investigating communist organizations (Mack,
2002)
2.) Wanted others to confess to communism
3.) Wanted people to incriminate others
b.
3.
Confession alone not enough (Burke, 2008, p. 1)
Being named communist/witch = similar fears
a.
Little proof of innocence
b.
Guilty by association with communist
D.
III.
1.)
Loss of job
2.)
Blacklist
3.)
Tarnished reputation (Mack, 2002, p. 1)
Arthur Miller recognizes parallels between witch/communist
a.
Highlights paranoia and hysteria of 1692
b.
Political stand against McCarthyism
c.
Helps others become more aware of dangers
John Proctor, Arthur Miller, & The Hollywood Ten
A.
Proctor and Miller have similar character
1.
Miller not called until 1956
2.
Exhibited similar principles to Proctor during hearing
3.
B.
a.
Would not confess to crime he did not commit
b.
Would not point the finger at others
Proctor would rather face death (Burke, 2008, p. 2)
a.
Executed for felony of witchcraft
b.
Proctor hanged on August 19, 1692 (Bonfanti, 1994, p. 51)
Proctor’s principles personify Hollywood Ten’s principles
1.
Hollywood Ten = actors blacklisted during the red scare of 1950s
2.
Not uncommon for actors and writers to be accused of communism
during 40s & 50s
C.
a.
HUAC felt films tainted American minds
b.
HUAC felt films provided stage for communist propaganda
c.
Even 10-year-old Shirley Temple questions (Mack, 2002, p. 2)
HUAC interviewed 41 affiliated with film industry
1.
Voluntarily agreed to answer questions = “friendly witnesses”
2.
Named 19 with left-wing views
3.
10 of the 19 refused to answer questions – the Hollywood Ten
a.
Alvah Bessie
23
D.
b.
Herbert Biberman
c.
Lester Cole
d.
Edward Dmytryk
e.
Ring Lardner, Jr.
f.
John Howard Lawson
g.
Albert Maltz
h.
Samuel Ornitz
i.
Adrian Scott
j.
Dalton Trumbo (Dresler, Lewis, Schoser, & Nordine, 2005, p. 1)
Rested on First Amendment rights
1.
Continued to refuse to answer
2.
HUAC and courts disagreed with stance
3.
Each man found guilty
4.
a.
Contempt of congress
b.
Six to twelve month prison sentence
c.
Blacklisted – Hollywood death sentence
Just like John Proctor
a.
Proctor hung for refusal to confess to witchcraft
b.
Hollywood Ten hung on gallows of blacklist for refusal to confess
to left-wing beliefs (Dresler, et. al., 2005, p. 1)
IV.
Moral Absolutism
A.
No gray area
1.
Witch or not witch
2.
Communist or not communist
3.
With court or against court
a.
Danforth: “You must understand . . . that a person is either with
this court or he must be counted against it, there be no road between.”
(Miller, 1952, p. 293)
24
b.
B.
C.
V.
25
HUAC felt same way – condemned those who refused to cooperate
Guilt = sure sign of “real” witch or communist
1.
Guilt associated with feelings of sinfulness (witches)
2.
Guilt manifested in being named (communists)
Miller points out fundamental flaw of extreme tendency toward moral absolutism
1.
Nature of Puritan elders
2.
Nature of McCarthyites (Bloom, 1987, p. 97)
Conclusion
A.
History pockmarked with blemishes of past
B.
Arthur takes stand against “guilty until proven innocent” mentality
C.
Draws parallels between witch hunt and communist hunt
D.
McCarthy’s power extended beyond words of The Crucible
E.
Private citizens swept in tide of paranoia
F.
Mass hysteria has left two imperfections in American history
G.
Maybe immortality of literature can open people’s eyes
H.
Literature could be medium that allows to learn something from history
Citation Quick Guide: (see page 33 for full explanation of citations)
Format
Example
(Author’s last name, year, p. #)
(Hurley, 2005, p. 3)
(“Article Title,” year, p. #)
(Book or Website Ttle, year, p. #)
(“Don’t blame the U.N.,” 1998, pp. 1-3)
(Recent FDA approvals, 2009, p. 1)
Organization
as author:
(Organization name, year, p. #)
(Insurance Information Institute, 2009, p. 1)
Date not listed:
(Author’s last name, n.d., p. #)
(Smith, n.d., p. 3)
(“Article Title,” n.d., p. #)
(Book or Website Title, n.d., p. #)
(“Salem witchcraft,” n.d., p. 5)
(Salem witchcraft, n.d., p. 5)
Author & date
listed:
Author not
listed:
Neither author
nor date listed:
Two sources by
same author with
same year:
More than one
author:
(Authors’ last names, date, p.#)
(Jones, 2000a, p. 1)
(Jones, 2000b, p. 1)
(Kirkpatrick & Fazio, 2008, p. 1)
(Bender, McKenzie, & Beckman, 2008, p. 1)

If there are three or more authors, then the citation should follow the above format the first time it appears,
and then for each subsequent appearance, it should model this format: (Bender, et al., 2008, p. 1).

Commas should always go inside quotation marks, and citations should be considered part of the sentence
that they follow. Therefore, end punctuation should follow rather than precede the citation.
26
Reference Page Guidelines (Microsoft Word 2010)
Once you have found your sources, you must create a working reference page. Use the formatting
instructions to set up the page before you type your source information.







Center the word References at the top of the page.
Set double spacing—go to Home, Paragraph (click on arrow), Line Spacing, Double.
Set hanging indents—go to Home, Paragraph (click on arrow), Special, Hanging.
Set the margins to one inch—go to Page Layout, Margins, Normal.
Times New Roman, font size 12 is the recommended font and font size by APA. Do not use another font
unless your teacher gives you permission to do so—go to Home and click the dropdown menu for font
and font size and choose Times New Roman, font size 12.
Do not number or bullet the sources.
Identify the type of source you are using in order to use the correct formatting style on pp. 12-14. Follow
these source formats as closely as possible; however, varying circumstances may occur as shown below.

Sources should begin with the author’s last name, and then a comma followed by the first initial (and
middle initial if provided).
Example:
Wyrick, J. M. (2000). Steps to writing well. Philadelphia, PA: Holt, Rinehart and Winston, Inc.

If a source has no author, move the title forward in front of the date. Be sure to check the home page of a
website for an author if necessary.
Examples:
Don't blame the U.N. (1995, October 25). The Wall Street Journal, p. A22.
Recent FDA approvals. (2009). Retrieved http://www.innovation.org/

An organization or association name may be used in place of a person’s name as author.
Example:
Insurance Information Institute. (2009). Auto theft. Retrieved from http://www.iii.org/
media/hottopics/insurance/test4/

An editor’s name may be used in place of an author by placing (Ed.), or (Eds.) for multiple editors, after
the name(s).
Example:
DuBose, F. (Ed.). (1996). 1001 hints & tips for your garden. New York, NY: The Reader’s Digest
Association, Inc.


Multiple authors should be listed with the last name and first initial(s). Two authors should be combined
with an ampersand (&).
Example:
Kirkpatrick, J. F. & Fazio, P. M. (2008, May). Ecce Equus. Natural History, 3, 14-15. Retrieved
from Student Edition database.
Three or more authors should be separated with commas with the last author added with an ampersand.
Example:
Bender, M., McKenzie, S., & Beckman, M. J. (2008, Spring). Horses for heros. Palaestr, 5. Retrieved
from Student Edition database.

27
If multiple sources have the same author and publication year, the sources must be distinguished by using
lower case a, b, c, etc. immediately following the year.
Example:
Jones, J. (2000a, May 1). How to build a water garden. Retrieved from http://www.watergardens.org
Jones, J. (2000b, September 25). Tropical plants. Retrieved from http://www.tropical.org








The year, month and day of publication, copyright, or the date a website was last updated should be
included in parenthesis after the author. Put as much information in the parenthesis as possible, even if it is
just the year.
If a source has no date, use (n.d.) in its place. Be sure to check the home page of a website to find the date
if necessary.
Titles follow specific capitalization rules. Capitalize only the first letter of the first word in the titles of
books, brochures, non-print media, encyclopedias, websites, and all print/electronic article titles.
Capitalize the first letter of every important word in the titles of print/electronic magazines, journals, and
newspapers.
Always capitalize proper nouns and adjectives and the first word of subtitles after a colon.
Italicize the titles of books, magazines, journals, newspapers, websites, and non-print media.
Put a period after the completion of each block of information in a reference. According to APA, it is
recommended that you space two times after a period at the end of a sentence.
A DOI (Digital Object Identifier) is a number assigned to some sources. This number is used to locate a
source even if the information in the source has been updated or changed. A DOI number usually begins
with a 10 and contains a prefix of approximately four digits designated to an organization. The suffix,
separated by a slash (/) from the prefix, is assigned to the publisher. If a DOI number is available, place it
at the end of the source format or use this number in place of a URL.
Example:
Johnson, T., & Lee, S. (2009). The relationship between shared mental models and task performance in
an online team-based learning environment. Performance Improvement Quarterly, 21(3), 97112. doi: 10:1002/piq.20033
Note: The DOI was found in the footer of the first page of the article:







Always copy and paste URLs and DOIs due to the extended length. A URL may be broken by placing a
space after a slash (/) or punctuation to better fit on the reference page.
All sources should be put into alphabetical order. This may be easily accomplished once the page is wordprocessed by highlighting all sources and then (under the Home tab) click A-Z.
A title that starts with a numeral should be alphabetized according to how it would be spelled.
All sources must be cited in the paper and match to the reference page in order to give credit to the author.
Failure to match citations in the paper to the sources on the reference page is considered plagiarism.
Email, phone conversations, and personal interviews are not listed on the reference page.
Keep in mind that your initial reference page is a “working” reference page, meaning that you may have
to add or delete sources by the time you finish writing your paper.
Save the document in two places (My Documents & jump/flash drive).
28
APA Reference Formatting Style
Traditional Sources:
Books
Author’s last name, first initial(s). (year). Title of book. City, State: Publishing Company.
Format
Mover, G. (1996). Vikings and their traditions. New York, NY: Little, Brown, and Company.
Example
Brochure
Author’s last name, first initial(s). (year). Title of brochure [Brochure]. City, State: Publishing
Format
Company.
Richards, M. (1998). How to quit smoking [Brochure]. Pittsburgh, PA: Titalist Company.
Example
Encyclopedia or Dictionary
Author’s last name, first initial(s). (year). Subject. In Name of encyclopedia
Format
(edition, Volume, paging). City, State: Publishing Company.
Bergmann, P. (1993). Relativity. In The new encyclopedia britannica
Example
(3rd ed.,Vol. 26, pp. 501-508). Chicago, IL: Encyclopedia Britannica.
Daily Newspaper Article
Author’s last name, first initial(s). (year, month day). Title of article. Title of Newspaper,
Format
pp. paging.
Schwartz, J. (1993, September 30). Obesity affects economic, social status. The
Example
Washington Post, pp. B1, B4.
Magazine Article
Author’s last name, first initial(s). (year, Month day). Title of article. Name of Magazine,
Format
volume, paging.
Posner, M. (1993, October 29). Seeing the mind. Science, 46, 673-674.
Example
29
Journal Article
Author’s last name, first initial(s). (year, Month day). Title of article. Title of Journal, volume
Format
(issue if given), paging.
Bekerian, D. (1993, June 13). In search of the typical eyewitness. American Psychologist,
Example
48 (2), 574-576.
Nonprint Media (Videos, Motion Pictures, Songs)
Producer’s last name, first initial(s). (Producer), & Director’s last name, first initial(s).
Format
(Director). (year). Title of medium [Type of medium]. City or Country of origin:
Studio or Distributor.
Harrison, J. (Producer), & Schmiechen, R. (Director). (1992). Changing our minds: The
Example
story of Evellyn Hooker [Video]. New York: Changing Our Minds, Inc.
Electronic Sources-Considered Traditional:
Periodical Database (UD/Lib Search)
Author’s last name, first initial(s). (year, Month day). Title of article. Title of Periodical,
Format
volume, paging. Retrieved from ___________________database.
Matthews, A. (1993, May 8). Finding the real you. Journal of Applied Psychology, 22,
Example
443-449. Retrieved from Student Resource Center database.
Dictionary/Encyclopedia Database (UD/Lib Search)
Author’s last name, first initial(s). (year, Month day). Subject. In Title of dictionary or
Format
encyclopedia, volume, paging. Retrieved from ___________________database.
Henry, K. (1997, August 13). Germany. In World book encyclopedia, 7, 89. Retrieved
Example
from World Book Online database.
Electronic Sources:
Online Dictionary/Encyclopedia
Author’s last name, first initial(s). (year, Month day). Subject. In Title of dictionary or
Format
encyclopedia. Retrieved from URL
Coffman, J.E. (2006, April 29). America. In World book online reference center. Retrieved
from http://www.worldbookonline.com/wb/Article?id=ar016380&st=america
Example
30
Online Periodical
Author’s last name, first initial(s). (year, Month day). Title of article. Title of Periodical.
Format
Retrieved from URL
Noonan, K. (2005, August 2). Look who’s a no-show. The News Journal. Retrieved from
Example
http://www.delawareonline.com/apps/pbcs.dll/article?AID=/20050802/ SPORTS02/
Online Non-periodical Document
Author’s last name, first initial(s). (year, Month day). Title of document. Retrieved
Format
from URL
Schmidel, J. (2005, April 20). High school hub. Retrieved from http://highschoolhub.org/
Example
hub/hub.cfm
Online University/Government Document (.edu, .gov)
Author’s last name, first initial(s). (year, Month day). Title of document. Retrieved
Format
from, Name of University/Government Agency website: URL
Zitomer, K. (2005, July 26). Penn State to hold summer commencement ceremonies Aug. 13.
Retrieved from Penn State University website: http://live.psu.edu/story/12854
Example
OUTLINE/THESIS/REFERENCES Rubric
______/10 points: Thesis
1. Word choice (avoid I, you, we, us)
2. A statement that can be proved
3. Voices an opinion
4. Answers a question
5. Maintains focus of paper
______/30 points: Outline
1. Follows outline format (Roman numerals, letters, numbers, indentations) (5 points)
2. Information listed in logical order. IE: from least to most specific (2 point)
3. At least three subtopics (3 point)
4. Sufficient points, details, and examples (20 points)
______/10 points: In-text citations (APA format, variety of sources, shows at least one per paragraph
and after each direct quotation)
______/20 points: Reference page (APA format, shows 7-10 sources)
______/30 points: References (reliable & valid, match references, uses all that are on reference page)
______/ 100 points: Total
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Formatting the Paper (Microsoft Word 2010)
Now that you have completed your outline, and filled in any missing “holes” of information with
additional research, added note cards, and updated your working reference page, it is time to format a
Microsoft Word document and begin word-processing your rough draft.
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Open a Microsoft Word document. Set double spacing—go to Home, Paragraph (click on arrow), Line
Spacing, Double.
Make sure the margins are one inch—go to Page Layout, Margins, Normal.
Times New Roman, font size 12 is the recommended font and font size by APA. Do not change it unless
your teacher gives you permission to do so—go to Home and click the dropdown menu for font and font
size and choose Times New Roman, font size 12.
Begin formatting the title page. Use the front of this manual as a visual guide.
Set a page header—go to Insert, Page Number, Top of Page, Plain Number 3. Backspace the page
number to the left margin and type the running head (a 50 character or less title in all caps). Tab the page
number over to the right margin—make sure that you highlight the running head and page number, go to
Home, and set the font to Times New Roman, font size 12.
Hit the enter key six times.
Choose the centering option.
Type a 10-12 word long title for your paper. This title should not be a statement or a question, but rather
a phrase that is more specific than the Running head.
Hit the enter key once.
Type your formal name with middle initial if you have one. For example, if you go by Robbie Smith,
but your name is Robert J. Smith, III, then you should type Robert J. Smith, III.
Type the affiliation (the name of the educational institution for whom you are doing the research) exactly
as it appears here: POLYTECH High School of Kent County, Woodside, Delaware
Click on Insert, Page Break.
On the top line, still centered, type the word Abstract
Choose the left justify option.
The Abstract is a 120-150 word summary of your research. Plan on summarizing each of your three
subtopics, explaining the method and results of your primary research, connecting your research to the
product development, and ending with the same thesis statement that will appear at the end of the
introduction. Do not indent and be sure to use 3rd person. You should write the abstract after the writing
of the body of your paper is complete.
Click on Insert, Page Break.
On the top line, type the same 10-12 word title that you typed on the title page.
You are now ready to begin the introduction paragraph. The introduction paragraph and all of the
paragraphs for the remainder of the paper will indent on the first line.
Per the outline format, begin with an interesting quotation or scenario. Avoid using a rhetorical question
unless it is thought-provoking and does not require the use of the word, you. Be sure to have a transition
(or connecting) sentence between the eye-catcher and the rest of the introduction.
Offer a context for the passage without providing too much summary. Basically, state the importance
and/or relevance of the topic without writing, [The topic] is important because. . .
End the introductory paragraph with the same thesis statement that you will use at the end of the
Abstract.
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Choose the centering option and type your first subtopic in bold. After you finish each subtopic, center
and bold the subsequent subtopics.
In your subtopic paragraphs, be sure to maintain third person and formal rules of writing (avoiding
contractions, abbreviations, slang, etc.).
Remember to SAVE early and often throughout the process! You never know when your
computer will malfunction. Also, always save to TWO or more places – just in case one is lost, left
behind, or eaten by the dog. 
Title Page Example
Running head: MANAGEMENT OF THE CHALLENGING CLASSROOM
1
The running head is a shortened version of the paper’s full title.
The running head cannot exceed 50 characters, including spaces and
punctuation. It should be in all capital letters and placed flush left.
The page number should appear flush right.
The full title should be centered on the page, and
not be bolded, underlined or italicized
How to Manage the Classroom Setting Involving Disruptive Students and Be Successful
Diane Melissa Stubbs
The full title should summarize the paper’s main idea. It can take 2 forms. First, it
may be a phrase formed out of the thesis guiding the paper as seen here; or second, it
may the main topic followed by a colon and a listing of the subtopics within the
paper. For example, Management of the Challenging Classroom: Disruptive
Classrooms versus Well-Managed Classrooms. Also, the front page of this packet
follows the second format.
The author’s name
and institution
should be doublespaced and
centered. Mimic
institution info
from this example.
Abstract Notes
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Typed in your font choice (must match rest of paper), size 12
Double space entire page
Word “Abstract” is centered at top of page (do NOT bold, underline, italicize, or place in quotes)
Must be written in 3rd person (cannot use ‘I’ or ‘you’)
Written in Block Format (do not indent 1st sentence)
Write a one paragraph (approx. 150 to 175 words) summary of your paper
*** seniors – this includes both secondary and primary research
Must end paragraph with your thesis statement as the last sentence
NEVER refer directly to your paper
o For example: Do not say “In this paper, I will explain ……”
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Reference Citations in Text
As you write your paragraphs, the writer of an APA paper gives credit to the source of information at
appropriate points in the text by citing the first piece of information from a source on the reference list
(usually the author’s last name), year of publication, and page number for direct quotes only. Once placed
into your paper, all information that comes from a source other than your own brain needs to be documented.
In a research paper, you should have a majority of such information. Citations are needed in the following
situations:
 at the end of each paragraph that contains researched information.
 each time information comes from a new source.
 each time a direct quotation is used.
Basic Citation Format Examples
Format
Example
(Hurley, 2005, p. 3)
(“Article Title,” year, p. #)
(Book or Website Title, year, p. #)
(“Don’t blame the U.N.,” 1998, pp. 1-3)
(Recent FDA Approvals, 2009, p. 1)
Organization
as author:
(Organization name, year, p. #)
(Insurance Information Institute, 2009, p. 1)
Date not listed:
(Author’s last name, n.d., p. #)
(Smith, n.d., p. 3)
(“Article title,” n.d., p. #)
(Book or Website Title, n.d., p. #)
(“Salem witchcraft,” n.d., p. 5)
(Salem witchcraft, n.d., p. 5)
Two sources by
same author with
same year:
(Jones, 2000a, p. 1)
(Jones, 2000b, p. 1)
More than one
author:
(Authors’ last names, date, p.#)
(Kirkpatrick & Fazio, 2008, p. 1)
(Bender, McKenzie, & Franks, 2008, p. 1)
Author & date
listed:
Author not
listed:
Neither author
nor date listed:
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If there are three or more authors, then the citation should follow the above format the first time it
appears, and then for each subsequent appearance, it should model this format:
(Bender, et al., 2008, p. 1).
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Commas should always go inside quotation marks, and citations should be considered part of the
sentence that they follow. Therefore, end punctuation should follow rather than precede the citation.
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Sample Paper: The following is a literary analysis paper that follows the same APA format as the Technical
Exhibition; however, it may not include the same type of information as in the TE. Please use it as a
formatting guideline.
Elyse M. N. Starr
Reminders: Take out the After space
(under Paragraph), be sure paper is
double-spaced, hit Enter 6 times
before typing the title
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Abstract
Arthur Miller lived during a time of turmoil and unrest. This turmoil and unrest, however, provided inspiration
for some of his most moving works. The Crucible is not just a historical play documenting the hysteria and
absurdity of the Salem Witchcraft Trials of 1692, but it is a response to the hysteria and absurdity of Joseph
McCarthy’s hunt for communists. In his play, Miller is able to highlight and symbolically illustrate the parallels
between two of the most notorious epochs of United States’ history.
Reminders: Do not bold the title; do
not indent; be sure to include a
reference to the primary research
and end the paragraph with your
thesis statement
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“We learn from history that we learn nothing from history,” George Bernard Shaw once said. Joseph
McCarthy, a Republican senator from Wisconsin, and his followers certainly learned nothing from a dark spot
that taints America’s past – the Salem Witchcraft Trials of 1692. Had they learned any lessons from the
tragedies that occurred hundreds of years ago, then possibly, the mass hysteria that accompanied the “Red
Scare” of the 1950s may never have been born. Instead, McCarthy’s relentless hunt for communists
spawned an era of paranoia and panic causing turmoil and unrest among American citizens. With his play
The Crucible, Arthur Miller was able to immortalize some infamous historical events and bring their injustices
to light at the very same time that history seemed to be repeating itself.
Mass Hysteria: 1690s & 1950s
Arthur Miller’s play, written in 1952, shed light on a time when everything was spiraling out of control
and morality and intelligence were dissipating. Was it a coincidence that he published The Crucible when
some of the exact same problems were occurring again in America? Absolutely not. By reintroducing the
mass hysteria that the witchcraft trials birthed in 1692, Miller was able to shed some light and open some
eyes to what was going on in his present-day America. His intention was to show what could happen when
people lost trust in one another or used one another for their own political gain (Blaney, 2002).
In the play The Crucible, it is Reverend Samuel Parris and his daughter, Elizabeth (Betty), who begin
the mass hysteria that occurs in Salem, Massachusetts. Parris begins fueling the fire when he finds out that
the girls had been dancing over a fire in the woods with Tituba, the slave from Barbados. He is immediately
paranoid that his enemies will suspect that his own Christian household had been tainted with black magic
and use the information against him in some way. He fears his own ruin and demise, which energizes his
antagonistic behavior (Burke, 2008, p. 1).
Betty, on the other hand, begins exhibiting strange symptoms such as hallucinations, delusions, and
the utterance of unintelligible syllables, among others. In the play, Reverend Parris calls Dr. Griggs in to
diagnose Betty’s illness. When other members of the community, including Parris’s niece, Abigail Williams,
begin exhibiting similar symptoms, Dr. Griggs can come up with no other diagnosis other than that young
Betty had been the victim of witchcraft. Immediately, Reverend Parris begins looking for answers. He sends
for Reverend Hale, who reportedly, had had some experience with witches in the past. Hale and Parris
begin a relentless mission to “out” the witches (Miller, 1982, pp. 1-43).
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Reverend Hale badgers Tituba with questions regarding her own status as a witch as well as that of
others in the town. Merely confessing herself is not enough. She is pushed to turn others in as well. “You
must have no fear to tell us who they are, do you understand? We will protect you,” urges Reverend Hale
(Miller, 1982, p. 43). This line of questioning is not unlike that of the 1950s during the McCarthy trials. The
House Un-American Activities Committee (HUAC), the faction that investigated communist organizations
(Mack, 2002, p. 1), beleaguered those that they were questioning until they confessed themselves and
others to be communists. In order to prove their own guilt, confessing their own communist beliefs was not
enough; others had to be incriminated as well (Burke, 2008, p. 1). The fear of being named a communist in
the 1950s was much like the fear of being named a witch in the 1690s because there was little a person
could do to prove his or her innocence. In the 1950s, many lived in constant fear of being named a
communist or even associating with known communists, both offenses that could result in the loss of jobs or
being blacklisted and most definitely incurring a tarnished reputation (Mack, 2002, p. 2).
Arthur Miller recognized the parallels between being named a witch and being named a communist.
By highlighting the paranoia and hysteria of 1692 with his play The Crucible, he was able to indirectly take a
political stand against what was going on in the 1950s and try to help others become more aware of the
dangers that might lie ahead.
John Proctor, Arthur Miller, & The Hollywood Ten
John Proctor, an accused witch in The Crucible has a similar character to that of Arthur Miller.
Although Miller was not called to the stand to defend his own American loyalties until 1956 (Bloom, 1987, p.
66), his principles during his trial mirrored those of John Proctor’s during his witchcraft hearing. Neither man
agreed to confess to a crime he did not commit, and neither man would point the finger at acquaintances or
friends who may or may not have committed the witchcraft or communist crime. Even when Proctor is faced
with death, he would rather be hanged than confess to a crime he did not commit or incriminate others
(Burke, 2008, p. 2). He was executed for the capital felony of witchcraft on August 19, 1692 (Bonfanti, 1994,
p. 51).
John Proctor’s principles also personify those of the Hollywood Ten. The Hollywood Ten are ten
actors who were blacklisted during the Red Scare of the 1950s. During that time it was not uncommon for
actors and writers to be accused of being communists during the late 1940s and1950s because the HUAC
felt that films were tainting American minds and becoming a platform for communist propaganda. They even
went as far as questioning the then ten-year-old Shirley Temple (Mack, 2002, p. 2).
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The Hollywood Ten emerged when the HUAC interviewed forty-one people affiliated with Hollywood
and the film industry. Since they voluntarily agreed to answer questions, they were considered “friendly
witnesses”. They were asked to name any associates with known left-wing views. As a result, nineteen
people were called to testify in front of the HUAC to defend their beliefs. Ten of those nineteen actors
refused to answer any questions about their beliefs and were thus dubbed the “Hollywood Ten”. They
included Alvah Bessie, Herbert Biberman, Lester Cole, Edward Dmytryk, Ring Lardner, Jr., John Howard
Lawson, Albert Maltz, Samuel Ornitz, Adrian Scott, and Dalton Trumbo (Dresler, Lewis, Schoser, & Nordine,
2005, p. 1).
The men rested on their First Amendment rights and continued to refuse to answer the questions
being asked of them. The HUAC and the courts, unfortunately, disagreed with their stance and each man
was found guilty of contempt of congress and sentenced to six to twelve months in prison. They were also,
inevitably blacklisted, which was a virtual Hollywood death sentence. In the end, just as John Proctor hung
for his refusal to confess to crimes of witchcraft so did the Hollywood Ten hang on the gallows of the blacklist
for their refusal to confess to the “crimes” of their left-wing beliefs (Dresler, et. al., 2005, p. 1).
Moral Absolutism
During both “witch” hunts, no gray area existed. A person was either a witch or not a witch, either a
communist or not a communist. A person was either with the court or against the court, and those who were
against the court must have been guilty. The Crucible exemplifies this idea when Danforth says, “You must
understand . . . that a person is either with this court or he must be counted against it, there be no road
between” (Miller, 1982, p. 293). The HUAC felt the same way, condemning those who refused to aid in their
attempts to rid the United States of all communists and communist ideals. In both cases, the guilt that was
associated with feelings of sinfulness (as with the Puritans) or that manifested in simply being implicated (as
with the so-called “communists”) was a sure sign of a “real” witch or communist. The fundamental flaw that
Miller sought to point out was in the natures of the Puritan elders and McCarthyites to hold extreme
tendencies toward moral absolutism (Bloom, 1987, p. 97).
All in all, history is pockmarked with blemishes of the past as it will continue to be well into the future.
Arthur Miller attempted to take a stand against the “guilty until proven innocent mentality” of the Red Scare
era by highlighting its parallels to the witchcraft trials that occurred in Salem, Massachusetts, hundreds of
years prior. Unfortunately, McCarthy’s power extended beyond the words of The Crucible and many private
citizens found themselves swept up in the tide of fear and paranoia that encompassed the nation. Mass
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hysteria has now left two imperfections on the surface of our nation’s history, but maybe with the immortality
of literature, authors such as Arthur Miller can keep a nation’s eyes wide open so that they do not close to
the evils of the past. Possibly literature will be the medium that allows people to start learning something
from history.
References
Blaney, R. (2002, May 10). Play’s tale of morality and mass hysteria still relevant today. National Catholic
Reporter, 1-15. Retrieved May 20, 2008, from Student Resource Center Gold database.
Bloom, H. (1987). Bloom’s modern critical views Arthur Miller. New York: Chelsea House Publishers.
Bofanti, L. (1994). The witchcraft hysteria of 1692. Salem: Old Saltbox Publishing.
Burke, E. (2008). Mass Hysteria and Paranoia in the Crucible. Retrieved May 20, 2008, from
http://www.associatedcontent.com
Dresler, K., Lewis, K., Schoser, T., & Nordine, C. (2005). Dalton Trumbo. Retrieved May 21, 2008, from
http://www.mcpld.org/trumbo/WebPages/index.htm
Mack, B. (2002). The Red Scare: McCarthyism. Retrieved May 20, 2008, from
http://www.essortment.com/all/mccarthyismred_rmfw.htm
Miller, A. (1952). The crucible. New York: Penguin Books.
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Paper Layout
Title Page
Abstract
p. 2
Required
Secondary
Text
p. 3
Required
Secondary
Text
p. 4
Required
Secondary
Text
p. 5
Required
Secondary
Text
p. 6
Required
Secondary
Text
p. 7
p. 1
Required
Secondary
Text
p. 8
Required
Secondary
Text
p. 9
Required
Primary
Text
p. 10
Required
Primary
Text
p. 11
Required
Primary
Text
p. 12
Reference
Page
To meet the minimum paging
requirements, this should be a
guideline for the layout of your
paper. The number of pages for
either secondary or primary
research is not static; it may
change depending on the topic.
p. 13
Drafting Stages
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Even before you turn in your final draft to your CTE teacher, you should proofread your work, use spell
check, ask peers, relatives, employers, neighbors, or current/past teachers to read and comment upon the
smoothness and cohesiveness of your writing in addition to noting any errors in grammar or mechanics.
Make the corrections. Every draft should be your best attempt.
Go to English tutoring or your CTE teacher if you need additional help.
Above all, remember that your research paper drives the development of your product and will be the
structure for your presentation, all of which you must pass to graduate from POLYTECH High School.
Do your best at all times and make your Technical Exhibition project a complete success!
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Peer Editing Tips
o
Does it look like the margins are set at one inch?
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Does the title page follow the format from page one of the Research Manual?
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Is proper spacing present throughout the paper?
o Around subtitles, any long quotes, between paragraphs etc.
o
Is the full title (not the running head) centered at the top of page 3?
o
Are all subtitles present? Note-Do not have an “Introduction” subtitle listed. The full title does
that job.
o
Is proper citation format followed?
o Is the spacing correct? Capitalization correct? Italicization correct?
o Is pp. used for all multiple paging?
o
Check whether all citations match the reference page and vice versa. Keep in mind that whatever
starts each reference on the reference page (author or title) should be what starts the citation.
o
Is there at least one citation per paragraph? (only exceptions are intro and conclusion in the
secondary research)
o
Highlight/circle etc. all uses of “You” in any form anywhere in the paper other than the Method
section, including all uses of commands as they are an “implied you”.
o
Highlight/circle all contractions and eliminate them.
o
Look for transitions between paragraphs, even from one subtopic to another. The subtitle cannot
act as the transition. If not, mark it!
o
Is there a short concluding paragraph before starting the Method section of the paper? (Wraps up
secondary section)
o
Does the Method section begin directly after the secondary section of the paper and not on its
own page?
o
Read the paper for fluency. Do all of the facts flow together well? Are there any choppy
sections? Is there anything that is not explained well enough for you to understand, especially if
this is not your field of study?
o
Mark any and all grammar, mechanics, and usage problems that you find.
o capitalization, spelling, pronoun agreement, subject/verb agreement, verb tense and
punctuation
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Professional Presentation Guide
The final component of the Technical Exhibition is a formal oral presentation of the entire project,
bringing together the paper component and the product component into one. This presentation will be no less
than 10 minutes and no more than 20 minutes in length and will take place during the school day. An
audience is required for the presentation unless extenuating circumstances exist. The presentation will be
graded by no less than three independent graders: one POLYTECH teacher & two Craft Advisory Board
members from the CTE-related community. The CTE teacher will not be one of the graders, unless
extenuating circumstances exist. All presentations must include a minimum of four professional-quality
visual aids; one of which is the product. We encourage you to utilize up-to-date technology when
developing the remaining visuals. Some examples of these include Power Point, Prezi, educational You
Tube/internet videos, professionally developed charts, graphs etc. Business/shop appropriate attire is
required. For electronic media presentation format, please be sure to take notes from the Power Point
presentation (located on the Teacher Share Drive) provided by your Enrichment teacher. If you miss the
presentation, email your Enrichment teacher who can send it to you as an attachment for you to view at a
later date.
Presentation Organization – Time components listed are suggested, but you are not limited to them.
Introduction (2 to 3 minutes)
Introduce yourself (formally)
Introduce topic and focus (Thesis)
Develop reader interest
Body (12 to 15 minutes)
Secondary Research
Each subtopic within paper
Incorporate visuals throughout to enhance explanations
Primary Research
Introduce your research and purpose of it
Thoroughly explain results
Be sure to establish connection to secondary research and product
Product
Explain development and purpose
Explain how it shows mastery of vocational content
Conclusion (3 to 5 minutes)
Restate thesis
Establish (Again ) connection b/t all 3 components
Draw final conclusion/thought on topic
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Exemplary
mastery of
all criteria
Exemplary
mastery of
all criteria
Exemplary
mastery of
all criteria
Exemplary
mastery of
all criteria
Exemplary
mastery of
all criteria
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Glossary
Abstract:
A block-formatted paragraph summary of the contents of the paper. This is page two of the
paper, has a header, and the word Abstract is centered. The last sentence should be the thesis
statement.
APA:
American Psychological Association; the group who organized one way of formatting a
research paper.
Appendix:
An optional section that appears after the References; contains graphs, photographs, or tables
helpful in explaining points made in the paper. The appendices are referred to in the paper as
Appendix A, Appendix B, Appendix C, etc. These titles are centered at the top of each of the
appendices pages. If only one appendix is used, it is labeled simply as Appendix.
Citations:
Also known as parenthetical citations. All direct quotes, summaries, and paraphrases must be
cited within the text. In most cases, use the author’s last name, year, and paging within
parentheses after the cited information.
Community Service: A minimum of 20 hours of community service may be substituted for the product. A
two-page essay describing the application, development, and CTE knowledge pertaining to
the community service is required. The 20 hours must also be documented in a log to be
turned in as part of the requirement. These hours will be verified by the CTE teacher.
Discussion:
The fourth and final part of the paper; labeled as Discussion (centered); discusses, evaluates,
or interprets the results of project (what was learned). Ties in with the original thesis. The
section could summarize the secondary research, the primary research, and the development
of the product.
Due Dates:
There will be school wide due dates for each part of the TE: the paper, the product, and the
presentation. Failure to meet final deadlines for the paper or product will result in the
following deductions: one school day late = 80% as the highest grade; two school days late =
70% as the highest grade; and three to five school days late = 60% as the highest grade. No
work will be accepted after the fifth school day at 3:00 p.m.
Electronic References: A reference that is retrieved from a computer in some way. Anything retrieved from a
CD-ROM directory or the Internet would be considered an electronic reference.
First Rough Draft: A word-processed copy of the first attempt at the paper; must include a title page,
abstract, text (with an introduction and labeled sections Method, Results, and Discussion),
reference page complete with header and pagination throughout. This MUST be carefully
proofread. Use the suggested editing steps to help with this process.
Focus:
A more specific or narrow area of study than the topic; submitted and approved by CTE
teachers after preliminary research has been shown. The focus may be submitted to the CTE
teacher in the form of a proposal.
Font:
Use 12 point in either Times New Roman, Arial or Calibri
Grading:
Grading is divided by the CTE and enrichment teachers as follows: the enrichment teacher
evaluates progress through the research process throughout the year using Pass/Fail, only
officially grading the final paper. The CTE teacher should guide preliminary research and
48
rough draft of the paper for content accuracy and depth of coverage, grade the content of the
final paper, and grade the product and the presentation. Late grades see Due Dates.
Hanging Indents: A reference page format for listing sources; the first line of source aligns left, and every
line thereafter is indented five spaces. To set hanging indents, go to Format, Paragraph,
under Indentation and Special--choose Hanging.
Introduction:
The first section of the body of the paper (begins on page three of the paper); develops
background of paper (through secondary research); contains thesis. Do not label this section.
Margins:
All margins are one inch. Go to File, Page Setup.
Method:
Second part of paper; follows directly after the secondary source information ends; labeled
as Method (centered); contains information as to how the product was developed through
primary research.
Note Cards:
3 x 5 index cards that represent the content of the paper based on information extracted from
print/electronic sources.
Numbers:
Use Arabic numerals for all numbers 10 and greater.
Outline:
A well-organized plan of the paper explaining in topical form the contents of the paper in the
order they are to appear.
Page Header:
To set a page header, go to View, Header and Footer. The page header should include the
Running head (a 50 character or less title in all caps) justified to the left margin and a page
number justified to the right margin. To set consecutive page numbers, go to Insert, Page
Numbers, check position and alignment, then click on Okay.
Paper:
A complete research paper containing a title page, abstract, text with an introduction and
Method, Results, and Discussion sections, reference page, and optional appendices.
Plagiarism:
Using original information (quotes, statistics, ideas, etc.) from a source whether in the form
of a quote or summary/paraphrase without giving proper credit (a citation). Plagiarism will
lead to a failing grade and demerits/detention.
Point of View: Third person point of view is used for the abstract and introduction. First/third person point
of view is used for the Method, Results, and Discussion sections. Avoid second person
(you/your) with the exception of the Method section.
Preliminary Product Design: May vary for different shops. Most likely will consist of a written proposal of
the product, but may entail a rough product sample. See specific CTE teacher for his or her
expectations.
Presentation:
A speech and demonstration that lasts 10 to 20 minutes, occurs during the school day, and
ties together the paper and the product. This may be given in the CTE classroom in front of
as many people as possible.
Primary Research: Research that is generated by the researcher and goes beyond printed material. Personal
interviews, surveys, experiments, and community service are examples of primary research.
Product:
A tangible result of the demonstration of CTE competencies; something that could be left
behind (not the paper). Examples could be working models, actual models, videos,
49
instructional units, or anything that demonstrates competencies/work in a tangible way. The
product shows depth.
Product Design Check: A “rough draft” for the product. This occurs in written form (product design
specification sheet), but may also be a rough product (one in the working stages). Each CTE
teacher should set expectations dependent on shop area.
References:
Section after Discussion section; begins on a new page; the word References is centered at
the top after the page header. This page contains an alphabetical listing of sources cited in
the paper using hanging indents. All references appearing on this page must be cited in
paper, and sources cited in paper must be on this page.
Research:
There are two types of research expected at POLYTECH, primary and secondary. Secondary
research is research from printed material, such as books, magazines, brochures, databases,
etc. Primary research is research that is generated by the researcher and goes beyond printed
material. Examples of primary research are personal interviews, experiments, surveys, or
community service.
Results:
The third section of the body of the paper; labeled as Results (centered); contains the results
of any surveys, experiments, answers to interview questions, etc.; describes how the findings
of the primary research aided product development.
Running Head: A 50 character abbreviated title; all letters are capitalized; typed justified left after the words
Running head.
Secondary Research: Research from printed material, such as books, magazines, brochures, professional
journals as well as electronic sources, such as the Internet and databases.
Spacing:
Entire paper is in double space format. Go to Format, Paragraph, Line Spacing, Double. Be
sure to choose 0 pt. both Before and After to ensure extra space is eliminated.
Thesis:
A specific, single, focused sentence that indicates the main idea of the paper. It appears in
the introduction of the paper, usually as the last sentence. Also, it appears as the last
sentence of the Abstract.
Time:
Twenty hours in the English classroom/LRC spent in the research process for paper
development; 20 hours in the CTE shop/LRC spent on product development/community
service; 20 hours of student time (outside of school) spent on completion of all requirements.
Title:
A 10-12 word summary of the topic/focus (phrase form) of the paper that appears centered
on the title page after the running head and again centered at the top of the first page of text
(page 3) after the header.
Title Page:
The first page of the paper (similar to a cover page). It contains a page header, title, name of
the author, and institution, city, and state for whom the researcher is writing. This
information is double spaced from the top of the page.
Topic:
Chosen by the student as a result of interest in that shop related area; approved by CTE
teacher; submitted in written form.
Traditional References: References that are in the form of a book, magazine, or anything else pulled off of a
shelf and read.
50
Appendix A
Reference Page Guidelines (Microsoft Word—earlier versions)
Once you have found your sources, you must create a working reference page.
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Center the word References at the top of the page.
Set double spacing—go to Format, Paragraph, Line Spacing, Double.
Set hanging indents—go to Format, Paragraph, Special, Hanging.
While the top and bottom margins should default to one inch, you will need to change the left and right
margins. Go to File, Page Setup, and set all margins to one inch.
Microsoft Word will default to Times New Roman, font size 12. This is the recommended font and font
size by APA. Do not change it unless your teacher gives you permission to do so.
Do not number or bullet the sources.
All sources should be put into alphabetical order. This may be easily accomplished once the page is wordprocessed by highlighting all sources and then clicking on Table, Sort A-Z.
Identify the type of source you are using in order to use the correct formatting style on pp. 12-14. Follow
these source formats as closely as possible; however, varying circumstances may occur as shown on p.
10.
Formatting the Paper (Microsoft Word—earlier versions)
Now that you have completed your outline, and filled in any missing “holes” of information with additional
research, added note cards, and updated your working reference page, it is time to format a Microsoft Word
document and begin word-processing your rough draft.
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Open a Microsoft Word document. Set double spacing—go to Format, Paragraph, Line Spacing, Double.
You may also hold down the control key while at the same time pressing the 2 key. This will double-space
the entire document.
While the top and bottom margins should default to one inch, you will need to change the left and right
margins. Go to File, Page Setup, and set all margins to one inch.
The Microsoft Word font will default to Times New Roman, font size 12. This is the recommended font
and font size by APA. Do not change it unless your teacher gives you permission to do so.
Begin formatting the title page. Use the front of this manual as a visual guide.
To set a page header, go to View, Header and Footer. The page header should include the Running head
(a 50 character or less title in all caps) justified to the left margin and a page number justified to the right
margin.
Choose automatic page numbering on the Header and Footer dialog box.
Automatic page
numbering
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Close the Header and Footer dialog box.
Hit the enter key six times.
Type a 10-12 word long title for your paper. This title should not be a statement or a question, but rather
a phrase that is more specific than the Running head.
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51
Type your formal name with middle initial if you have one. For example, if you go by Robbie Smith,
but your name is Robert J. Smith, III, then you should type Robert J. Smith, III.
Type the affiliation (the name of the educational institution for whom you are doing the research) exactly
as it appears here: POLYTECH High School of Kent County, Woodside, Delaware
Click on Insert, Break, Page Break.
On the top line, still centered, type the word Abstract
The Abstract is a 120-150 word summary of your research. Plan on summarizing each of your three
subtopics, explaining the method and results of your primary research, connecting your research to the
product development, and ending with the same thesis statement that will appear at the end of the
introduction. Do not indent and use 3rd person. You should write the abstract after the writing of the
body of your paper is complete.
Click on Insert, Break, Page Break.
On the top line, type the same 10-12 word title that you typed on the title page.
You are now ready to begin the introduction paragraph. The introduction paragraph and all of the
paragraphs for the remainder of the paper will indent on the first line.
Per the outline format, begin with an interesting quotation or scenario. Avoid using a rhetorical question
unless it is thought-provoking and does not require the use of the word, you. Be sure to have a transition
(or connecting) sentence between the eye-catcher and the rest of the introduction.
Offer a context for the passage without providing too much summary. Basically, state the importance
and/or relevance of the topic without writing, [The topic] is important because. . .
End the introductory paragraph with the same thesis statement that you will use at the end of the
Abstract.
Choose the centering option and type your first subtopic in bold. After you finish each subtopic, center
and bold the subsequent subtopics.
In your subtopic paragraphs, be sure to maintain third person and formal rules of writing (avoiding
contractions, abbreviations, slang, etc.).
Remember to SAVE early and often throughout the process! You never know when your
computer will malfunction. Also, always save to TWO or more places – just in case one is lost, left
behind, or eaten by the dog. 

Running head: RESEARCH WRITING AND PRESENTATION PREPARATION 1

Transcription

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